3 Growing Success: PurposesUpdateClarifyImprove ConsistencyGrowing Success is designed to:Update and clarify existing policies and to provide greater consistency in the way students are assessed, evaluated and graded across all schools in the province.

4 Growing Success: ProcessConsultations with parents, students, teachers, principals, superintendents, faculties of educationA review of policies already established by school boardsA review of policies in other provincesA review of current researchA research project looking at the design of the elementary report cardConsultations were conducted with focus groups involving parents, students, teachers, principals, superintendents, faculties of education. In addition, the ministry conducted a review of policies established by school boards, a review of policies in other provinces, a review of current research on effective practices in assessment, and a research project looking at the design of the elementary report card

5 Growing Success: Recognizes………the current state of our evolvingknowledge about learning…policies and procedures needto develop over time...new approaches to assessmentprovide opportunities andchallenges to all educators for the benefit of studentsAs well, the policies in Growing Success reflect the current state of our evolving knowledge about learning. It recognizes that policies and procedures need to develop over time as we learn more about how students learn. And it acknowledges that new approaches to assessment, evaluation and reporting will provide educators with new challenges and new opportunities to benefit students.

6 Growing Success: Promotes…Some flexibility for boards to develop local policiesConsistency among schools within a boardGrowing Success also attempts to strike a balance between the need for provincial consistency and the recognition that the needs and circumstances of individual boards may vary. The policy outlined in Growing Success provides flexibility for boards to develop local policies but within clear ministry limits. Those limits include the need for greater consistency and coordination among schools within a board.

7 Fundamental belief……….The primary purpose ofassessmentand evaluation isto improvestudent learningThe policies in Growing Success are based on the proposition that the primary purpose of assessment and evaluation is to improve student learning;

8 Fundamental belief……….The primary purpose ofassessmentand evaluation isto improvestudent learningNot:X RankX CompareX LabelX SeparateIt is not the primary purpose to simply produce a mark or grade, or label students, or compare them to one another, or rank them, or separate . It is to improve the learning of all students.

9 Fundamental Principles…Fair, Transparent, EquitableSupport all studentsCarefully plannedClearly communicatedOn-going & varied opportunities & feedbackPromote self-assessmentConsistent with that premise, the first chapter of the document lays out fundamental principles that form the foundation of all policy outlined in the remaining chapters. Included among them is the belief that teachers use practices and procedures that are:FairTransparentEquitableCarefully planned andClearly communicatedThey must be designed to support all students andProvide all students with on-going feedback and multiple and varied opportunities to demonstrate their learning,And they must help students develop the ability to self assess and set their own goals.

10 Fundamental Principles…FairSupport All Students- All students should be able to show what they have learned regardless of social or ethnic background, learning style, special needsLooking at some of them more closely, what do they look like in practice?To be Fair and to support all students:all students should be able to show what they have learned regardless of social or ethnic background, learning style, special needs.Being fair , does not always mean treating different students all the same way.

11 Fundamental Principles…TransparentEvaluations are based on clearcriteria & standards.When we say transparent we mean evaluations are based on clear content standards which are listed as curriculum expectations in the curriculum documents for each subject or course & performance standards outlined in the achievement chart criteria, which we will explain further during this presentation.

12 Fundamental Principles…Clearly communicatedParents & students know what is expected & how learning will be assessed & evaluatedShould be continuous (e.g. interviews, portfolios, informal reports)Help students to set goals; help parents to support children at homeWhen assessment, evaluation and reporting is being clearly communicated, parents and students know at the beginning of the school year or course what is expected and how learning will be assessed and evaluated. This communication takes place throughout the year or course.Communication should be continuous, for example through interviews, portfolios, informal reports.Clear communication helps students to set goals and helps parents support their children at home.

13 Fundamental Principles…On-going & varied opportunities & feedbackStudents will have on-going feedback on what they are doing well, where improvements are needed & how to improveStudents will have a variety of ways & opportunities to demonstrate their learningAs well, Students will have on-going feedback identifying what they are doing well, where improvements are needed and how to improveStudents will have a variety of ways and opportunities to demonstrate their learning

14 Assessment FOR [to improve] LearningTerms and ideas used by students and teachers:Learning GoalsSuccess CriteriaFeedbackSelf AssessmentParents in conversations with their children and teachers about the new policies will be hearing terms such asLearning GoalsSuccess CriteriaFeedbackSelf AssessmentBeing used more frequently.

15 Assessment FOR LearningLearning GoalsStudents understand clearlywhat they are supposed to learnSuccess CriteriaStudents understand clearly whatsuccessful achievement looks like– what is expected of themIn its most basic terms, Assessment For Learning means:Students understand clearly what they are supposed to learnStudents understand clearly whatsuccessful achievement looks like – what is expected of them

16 Assessment FOR LearningFeedbackStudents understand clearly how to improve& learn how to give & receive feedbackSelf AssessmentStudents learn to become independent learnersStudents clearly understand how to improve & learn how to give & receive relevant feedbackStudents learn to become independent learners

17 Learning Skills & Work HabitsSix Learning Skills and Work Habits will be reported on for all Grades 1 to 12Revised from the nine on previous Elementary Report Cards and five on previous Secondary Report CardsNow common for all GradesSix revised Learning Skills and Work Habits will now be common for all grades, 1 to 12. Previously, elementary schools listed 9 and secondary schools listed 5 and they were not all the same.

19 Learning Skills & Work HabitsEvaluated &reported separatelyfrom achievement ofthe curriculum expectationsAs much as possible, it is intended that the evaluation and reporting of learning skills be evaluated & reported separately from achievement of the curriculum expectations

20 Learning Skills and Work Habits in Grades 1 to 12Six learning skills and work habits:ResponsibilityOrganizationIndependent WorkCollaborationInitiativeSelf-regulationEmphasized on progress report card and provincial report cards“Sample behaviours” given on all Report CardsThe six learning skills and work habits are:ResponsibilityOrganizationIndependent WorkCollaborationInitiativeSelf-regulationThey have also been moved from the bottom half of the elementary report card and far right side of the secondary report card and are given more prominent placement because of their importance to student success.The Report Cards will also list samples of what those learning skills and work habits could look like in terms of student behaviour.

21 Heightened emphasis in policy and all Report CardsThis heightened emphasis and clarity both in the policy document and on all Report Cards reflect their importance in the view of all education stakeholders for the education and success of our students.(NOTE TO PRESENTER: sample templates should be provided)

23 Performance Standards: Categories & Levels of AchievementFour Levels of Achievement4, 3, 2, 1Four Categories for assessment and evaluation:Knowledge & UnderstandingThinkingCommunicationApplicationGrowing Success emphasizes the need for greater consistency in the way students are assessed and evaluated. Parents in all grades will hear their children and teachers talk about four levels of achievement (4,3,2,1) and four categories (knowledge & understanding, thinking, communication and application).

24 Levels & Letter Grades on Report Cards for Grades 1 to 6The revised Elementary Report Card clearly explains for parents the meaning of each level and how each level aligns with the letter grade.

25 Levels & Percentage Marks on Report Cards for Grades 7 to 12The revised Secondary Report Card clearly explains for parents the meaning of each level and how each level aligns with the percentage grade.

26 Levels of Achievement Level 3 (B) (70-79%) Provincial Standard“Parents of students achievingat Level 3 can be confident thattheir children will be prepared forwork in subsequent grades/courses”“There is no expectation that a certain number or percentage of students must be allocated to any one level”Level 3, which would appear on a Report Card as a a (B) or as (70-79%) is the Provincial Standard.“Parents of students achieving at Level 3 can be confident that their children will be prepared for work in subsequent grades/courses”Are there any guidelines about how many students in a class can receive an A or B?“There is no expectation that a certain number or percentage of students must be allocated to any one level”

27 Categories of AchievementEvaluations are based only on curriculum contentand skills set out in policy documentsBased on:Knowledge & Understanding of Content2. Thinking: Critical and Creative Thinking Skills(e.g.: plan, analyse, problem solve, research)Communication: oral, visual, written formsApplication: ability to use their knowledge& skillsAll students are to be evaluated on the same curriculum and based on the same standards. Curriculum is not just knowledge of facts and content. Teachers must also evaluate students ability to think, communicate and apply their knowledge and there must be a balance in the amount of emphasis given to each category.

28 How will my child’s work be evaluated and graded?Teachers look at many types of evidence which will show that a student has learned the required curriculum content and skills:How will my child’s work be evaluated and graded?Teachers look at many types of evidence which will show that a student has learned the required curriculum content and skills:

29 How will my child’s work be evaluated and graded?Teachers look at many types of evidence which will show that a student has learned the required curriculum content and skills:demonstrationsprojectsHow will my child’s work be evaluated and graded?Teachers look at many types of evidence which will show that a student has learned the required curriculum content and skills, for example:assignments, essays, tests, portfolios, demonstrations, projects,portfoliosessaystestsassignments

30 How will my child’s work be evaluated and graded?Teachers look at many types of evidence which will show that a student has learned the required curriculum content and skills:conversationsobservationsdemonstrationsprojectsas well as conversations and observations.portfoliosessaystestsassignments

31 How will my child’s work be evaluated and graded?2. Teachers will pay particular attention to:the quality & level of work students have done ‘most consistently’ over the course of the term, year or semesterthe quality and level of work students are doing by the end of the term, year, semester2. Teachers will pay particular attention to:the quality & level of work students have done ‘most consistently’ over the course of the term, year or semesterthe quality and level of work students are doing by the end of the term, year, semester

32 How will my child’s work be evaluated and graded?3. For Secondary Grades 9 to 12to determine the final grade:70% based on evaluations done throughout course30% based on final evaluationat or near end of courseusing one or a combination of methods (e.g. exam, performance, essay, etc…)3. For grades 9 to 12, a final grade is determined as follows:Seventy percent will be based on evaluations conducted throughout the course. Again, this should reflect the student’s most consistent and more recent quality and level of work.Thirty percent is based on a final evaluation conducted at or near the end of the course. A teacher will use one or a combination of methods such as an examination, performance, essay or other methods suitable for that course.

33 Report Cards: Grades 1-8 New Elementary Progress Report Card* October 20 – November 20Revisions to Provincial ReportCards* January 20 – February 20* End of YearThere will be changes to the Elementary Report Cards beginning in the fall of 2010There will be a new Progress Report Card issued between October 20 and November 20There will now be two revised Provincial Report Cards issued between January 20 and February 20 and at the end of the school year.

34 New Elementary Progress Report CardFocus: learning skills and work habitsFocus: assessment For learning; feedback; steps for improvement.Focus: discussions with students and their parents to establish a positive tone for the remainder of the school year.The Progress Report Card will:Focus on learning skills and work habitsIt will focus on assessment For learning; feedback; steps for improvement.And it will focus on discussions with students and their parents to establish a positive tone for the remainder of the school year.

35 New Elementary Progress Report CardFocus: student’s progress towards achievement of the curriculumProgressing Very WellProgressing WellProgressing With DifficultyBefore evaluations are completedHighlights strengths, areas to improvePersonalized, clear, specific commentsIt will focus on student’s progress towards achievement of the curriculum, letting parents know if they areProgressing Very WellProgressing WellProgressing With DifficultyThis takes place before evaluation which takes place after the teacher has gathered additional information and is reported on at the end of the first term.It will highlights strengths, areas to improve and includes personalized, clear, specific comments.

37 Revised Elementary Provincial Report CardFocus: Learning Skills and Work HabitsFocus: Student’s achievement level based on the curriculum standardsLetter grades for Grades 1-6Percentage marks for Grades 7-8The two provincial report cards have an increased emphasis on the learning skills and work habits. Unlike the progress report card, the grades entered on these reports reflect the evaluation of student learning at that point in the school year, based on the content and performance standards identified in the curriculum and the achievement chart.

38 Revised Elementary Provincial Report CardLanguage, four strands reportedFrench, three strands reportedNative Language, equal space is providedMathematics, five strands reportedHealth Education and Physical Education, both are reportedThe Arts, four strands reportedThis slide provides some detail on how the report card grades will be reported in each subject.

39 Revised Elementary Provincial Report CardLanguage, all four strands are reported for both reportsFrench, three strands are reported as appropriateNative Language, a space is provided to indicate the native language, one mark, no strands are reportedMathematics, at least four of the five strands are reported for each report, each strand is reported at least once per yearHistory and Geography, history and/or geography may be reported for each report; each is reported at least once per yearHealth Education and Physical Education, both are reported for both reportsThe Arts, at least three of the four strands are reported for each report, each strand is reported at least once per yearOPTIONAL DETAIL AVAILABLE TO BE PROVIDED

40 Revised Elementary Provincial Report CardMedian (grade 7-8)50 per cent of the students have a higher percentage mark and 50 per cent of the students have a lower percentage mark.R (grade 1-8)achievement that falls below D-/50-%; additional learning is required; need for the development of strategies to address the student’s specific learning needsI (grade 1-8)insufficient evidence is available to determine a letter grade or percentage mark (e.g. late enrolment, illness)Other notes you should be aware of on codes you will see on the Report Card:Median (grade 7-8)This is the point at which 50 per cent of the students have a higher percentage mark and 50 per cent of the students have a lower percentage mark.R (grade 1-8)This signifies achievement that falls below D-/50-%; additional learning is required; need for the development of strategies to address the student’s specific learning needsI (grade 1-8)This signifies that insufficient evidence is available to determine a letter grade or percentage mark. This may occur, for example, due to late enrolment or extended illness.

41 Revised Report Cards: Grades 9-12Semestered Schools:October/NovemberJanuary/FebruaryMarch/AprilJuneNon-Semestered Schools:In grades 9 to 12 there are no changes to the report card schedulesFor Semestered Schools:There will be a mid term report in October/NovemberAnd a final report in January/FebruaryFor the next semester there will be a mid-term report card in March/AprilAnd a final issued in JuneFor Non-Semestered Schools:There will be an interim report in October/NovemberA mid term report in March/AprilAnd a final report in June

42 Revised Report Card: Grades 9-12Focus: Learning Skills and Work HabitsMoved to more prominent position with sample behaviours providedFocus: Student’s achievement level based on the curriculum standardsPercentage marksThe provincial report cards focus on the learning skills and work habits. The percentage marks are based on formal evaluations and reflect a student’s level of achievement based on the curriculum standards.

43 Revised Secondary Provincial Report CardMedian- 50 per cent of the students have a higherpercentage mark and 50 per cent of the students have a lower percentage mark.I (grades 9-10)insufficient evidence is available to determine a letter grade or percentage mark (e.g. late enrolment, illness)Explanatory Information ProvidedTeacher Interview Request BoxOther notes you should be aware of regarding codes you may see on the Report Card.MedianThis is the point at which 50 per cent of the students have a higher percentage mark and 50 per cent of the students have a lower percentage mark.I (grades 9-10)This signifies insufficient evidence is available to determine a letter grade or percentage mark. This may occur, for example due to late enrolment or illness.Additional information is provided with each report explaining the various codes plus a box for the teacher to request an interview after the first report.

45 Report Card Comments Grades 1-12What the student has learnedStrengthsNext steps for improvementComments should provide personalized, clear, precise, and meaningful feedback.Teachers should also strive to help parents understand how they can support their children at home.Teachers may choose to write personalized comments on report cards.Report Card Comments for all grades must include the following information:What the student has learnedStrengthsNext steps for improvementComments should provide personalized, clear, precise, and meaningful feedback.Teachers should also strive to help parents understand how they can support their children at home.Teachers may choose to write their own personalized comments on report cards

46 Issue: Dealing with late & missed assignments:Boards must develop policies within Ministry guidelines:Behaviours are reported in Learning Skills/Work Habits section of the Report Card.Variety of strategies to be used:to help prevent late and missed assignmentsas consequences (may include mark deduction)There are some clarifications in Growing Success around some issues.To deal with late assignments or work not submitted:The ministry sets out some policy direction; boards develop specific policies which meet local needs. Schools within a board must follow the board policies.For all grades, these behaviours may be reported as part of the Learning Skills and Work HabitsMinistry policy states that teachers should use a variety of strategies to prevent students from developing poor time management habits, and to provide clear consequences for students who do not fulfill their responsibilities.One strategy for grades 7 to 12 which a teacher may choose is mark deduction up to an including the full value of the assignment.

47 Issue: Dealing with late & missed assignments:Boards must develop policies:Policies should be designed to:motivate and help students to complete workTimelines and consequencesmust be clearly communicatedThe strategy used by the school or teacher should motivate students to complete workConsequences and timelines for students must be clearly communicated

48 Issue: Dealing with late & missed assignments:Boards must develop policies:Teacher responsibility:to set timelines (preferably in collaboration with students)Student responsibility:to meet timelinesTeachers have the responsibility to establish timelines – preferably with studentsStudents have responsibility to meet timelines

49 Issue: Dealing with cheating & plagiarizingBoards must develop policies:Cheating and plagiarism will not be condonedBoard policies must deal with how to prevent it, how to detect it, and consequencesBoard policies must consider the grade and maturity and individual circumstances of the student and how frequently it has occurredTo deal with cheating and plagiarizing:The ministry sets out some policy direction; boards develop specific policies which meet local needs. Schools within a board must follow the board policies.Ministry policy states that board policies must deal with how to prevent cheating and plagiarizing, how to detect it, what the consequences should be.Policies must consider the grade and maturity and individual circumstances of the student and the frequency of the occurrence.

50 Additional topics covered in the Growing Success document for individual focused discussions:Students with Special Education Needs:Modifications, Accommodations, and Alternative ProgramsEnglish Language Learners:Modifications and AccommodationsE-Learning (Grades 9-12)Credit Recovery (Grades 9-12)Additional Topics Covered in the Growing Success document.These topics will be covered with parents who are affected by these particular programs and grades:Students with Special Education Needs:Modifications, Accommodations, and Alternative ProgramsEnglish Language Learners:Modifications and AccommodationsE-Learning (Grades 9-12)Credit Recovery (Grades 9-12)